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Conhecimentos docentes e tecnologias digitais: perspectivas para a formação do professor de Química
(Universidade Federal de São Carlos, 2021-08-02) Cavassani, Thiago Bernardo; Marques, Rosebelly Nunes; https://lattes.cnpq.br/7921735904003583; https://lattes.cnpq.br/9288024365110159
The present research was conducted through a formative pedagogical intervention work promoting the insertion of digital tools articulated to the teaching of content and pedagogical practices to undergraduate students of a chemistry major at a federal educational institution. The objective of this work was to investigate the ways undergraduates interact with different digital resources throughout interventional activities, considering the relations between domain/appropriation of technologies and possible implications in pedagogical and content aspects that compose the professional teaching body of knowledge. The theoretical and methodological delimitation were based on the concept that professional teachers are engaged in a formative continuum; additionally, on the contributions about the interrelation between technologies and education, and the TPACK framework in an approximation with the sociocultural approach. The work was developed in two regular courses in the discipline of chemistry from a qualitative research perspective. As a result, we highlighted elements that point at new ways of relating students with the space and time of learning, in the articulation between ICT, the didactic proposals and the disciplinary contents. Different forms of mastery and levels of appropriation of cultural tools were identified, as well as signs of TPACK development in the teaching activities developed by the undergraduates. However, gaps in the undergraduate’s TPACK were also evidenced, especially regarding the understanding of chemical knowledge for social activity and in the relationship between the proposed pedagogical activities and the selected digital technologies. The elaboration of meanings of this process evidences important aspects of appropriation of ICT and development of TPACK, as well as a tense relationship between ICT and the possibilities for teaching chemistry. It is important to encourage the integration of ICT in the training process to interrelate digital technologies and subject content at different times throughout the initial training, as well as to provide opportunities for critical and reflective analysis in order to allow its continuous significance. With these actions, it is possible to foster a true pedagogical appropriation of these cultural tools by teachers in training.
Estudantes com doença crônica e/ou deficiência com comorbidade: escolarização e proposta de formação docente
(Universidade Federal de São Carlos, 2021-08-02) Pedrino, Mariana Cristina; Gonçalves, Adriana Garcia; https://lattes.cnpq.br/3907378784787581; https://lattes.cnpq.br/2217597752295003
Over the past thirty years, important laws have been created for the protection and maintenance of the rights of children and youth, with an emphasis on education and health. Specialized Education Services, contemplating the educational needs of people with disabilities in a school, hospital or home environment, when absent from school, must be highlighted. However, the educational needs of students with chronic diseases have not been met, often due to the lack of knowledge of the school team in dealing with their conditions. This study aims to analyze the actions in the organization of municipal schools in a city within the state of São Paulo, during the period of school leave and in the return of students after leave for health treatment for a chronic disease and/or disability with comorbidity. It also intended to elaborate, implement and evaluate a teacher training program with regard to the schooling of these students. Therefore, the study consisted of three stages: 1 – Analysis of documents from public agencies to identify students with chronic disease and/or disability with comorbidity. Among the documents for data collection, 58 schools received an online questionnaire requesting specific information about students in those conditions, referring to the school years of 2017, 2018 and 2019. Thirty-three schools responded to the questionnaire; 2 – Administration of interview scripts to managers, principals and teachers who had contact with these students throughout their professional trajectories, to verify the actions taken to provide academic learning opportunities for students. This stage had nine participants; 3 – Teacher training program within the framework of Collaborative Research, to provide opportunities for the exchange of experiences and construction of knowledge about the schooling of students in those conditions. Fourteen teachers participated in this stage. The study concluded that there is no systematized record for mapping these students in the health and education system of the municipality surveyed. The questionnaire results from municipal schools revealed that there is a greater number of enrollments of students with chronic disease than of those with disabilities with comorbidity, and that the health condition brought harm to their schooling process, especially in terms of attendance. Through the interviews, some actions were identified by teachers, principals and management of the Municipal Department of Education (MDE), during student leave, such as: sending printed activities to family members, remote classes through applications (WhatsApp), and the offer of home pedagogical care, in a case of disability with comorbidity. Those actions certainly contribute to keep the students' bonds with the school, even if they still leave gaps in the schooling process. When these students return to school, after their leaves, there is compensation for content and welcoming actions, with a focus on the diversity of health conditions. With the data arising from the preparation and implementation of the teacher training program, it was possible to systematize action plans during the absences and on the return of students to school, as well as to prepare a letter to be sent to the MDE and the Municipal Health Department (MHD) with actions to enable the development of public policies. The participants rated the program as very satisfactory, arising knowledge on the subject and reflection on teaching practice. It is worth stressing the importance of the study for a better understanding of the needs of these students and for guaranteeing their right to continue the schooling process.